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This paper displays the
stages of the development of mothertongue didactics, recalling
the societal requirements and displaying a unifying view as
well as different approaches and branch-specific research methods.
An analysis of the scientific work produced during the last
twenty-five years in the field of written expression follows.
On the one hand, there is research for writing didactics was
undertaken in view of status and representation of this activity,
of classification and models of text types and of the respective
learning processes; on the other hand, research had been done
in writing didactics, leading either to didactics of text types
or to writing didactics. Further studies focus on analyzing
research on learning and teaching put into practice at school.
Eventually, this contribution imposes three requirements for
the future, first, to foster further integration of the different
trends in a discipline, second, to redefine and reorganize pupils’
learning aims, and third, to reform teacher training with regards
to the didactics of writing. |
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